Developing Confidence in Engaging in Diversity, Equity, and Inclusion and Social Determinants of Health Topics Through Self-Authorship.

OBJECTIVE: This study used a self-authorship framework to explore if diversity, equity, and inclusion (DEI) and social determinants of health (SDoH)-focused laboratories and learning activities increase student confidence in understanding aspects of implicit bias and SDoH, and how these activities impact student comfort in discussing and confidence in initiating conversations on DEI/SDoH topics with colleagues, faculty, supervisors, and patients. METHODS: First-year PharmD students engaged in 3 learning activities across 2 courses. Students were challenged to evaluate their biases and incorporate DEI/SDoH into their professional identity formation. This study used a mixed-methods, embedded approach to analyze assessment data collected via a questionnaire and assignments administered at 3 points during the fall semester. Quantitative analysis used a quasi-experimental, between-participants, pretest-posttest design. The qualitative component used open-ended questions to gain additional insight into participant experiences, gathered detail on perceptions, and provided context. RESULTS: A 1-way analysis of variance showed statistically significant increases between assessment points for all items related to confidence in understanding implicit bias and SDoH. Comfort in discussing DEI/SDoH topics with supervisors/faculty and patients increased over time. Comfort in discussing DEI/SDoH topics with colleagues did not increase. Three salient themes emerged from qualitative analyses: bias and privilege awareness, education, and professionalism. CONCLUSION: This study found that students started evaluating their own knowledge, beliefs, and claims in social and professional settings as defined by the self-authorship framework. Student comfort and confidence in discussing DEI/SDoH topics increased over time. Findings support that engaging students in multimodal programming may support incorporation of DEI/SDoH into professional identity formation.

A Scoping Review for Debate-Style Journal Clubs in Health Professional Education.

OBJECTIVES: The objectives of this scoping review are to (1) describe the available literature regarding the utility of the debate-style journal club for health professional learners on literature evaluation skills and (2) report the themes found within debate-style journal club research and assessments in the context of professional education. FINDINGS: A total of 27 articles written in the English language were included in this scoping review. Published evaluations of debate-style journal clubs have been predominantly based in the pharmacy profession (48%, n = 13), but are reported in other health professions, such as medicine (22%, n = 6), dentistry (15%, n = 4), nursing (7%, n = 2), occupational therapy (4%, n = 1), and physical therapy (4%, n = 1), as well. The skills assessed in these studies often included critical literature evaluation, application of literature to patient care, critical thinking, knowledge retention, use of supporting literature, and debate-specific skills. Learners typically reported better understanding and application of the literature, and enjoying the experience more than traditional journal clubs, but note the increased assessor and learner time requirement for debating. Pharmacy learner-specific articles more often utilized a traditional, team-based debate format, incorporated grading rubrics for skill assessment and debate performance, and included a grading component for the debate in the course. SUMMARY: Debate-style journal clubs are well-received by learners but require an additional time commitment. Debate platforms, format, rubric use and validation, and outcome assessment vary across published reports.

Pharmacist perceptions of CliftonStrengths® themes important for success in advanced cardiovascular life support.

WHAT IS KNOWN AND OBJECTIVE: Advanced Cardiovascular Life Support (ACLS) is an integrated, team-based approach to optimizing patient outcomes during acute cardiovascular events. Due to the fast-paced, high-stress environment, inherent strengths may impact performance and confidence with ACLS skills. The objective of this study was to assess pharmacist perceptions regarding strengths deemed important during emergency cardiovascular response. METHODS: An electronic survey was administered to members of the American College of Clinical Pharmacists Critical Care, Cardiology, Internal Medicine, Emergency Medicine and Pediatrics Practice and Research Network listservs. The survey assessed the top 5 strengths deemed important for being part of an emergency response team, a pharmacist's role in ACLS and a team leader's role in ACLS. The primary outcome was top strengths required for pharmacist involvement in ACLS. Descriptive statistics were used to present survey results. RESULTS: Of the 359 responses included, nearly all respondents had been certified by the American Heart Association in ACLS and/or Pediatric Advanced Life Support (PALS). The top CliftonStrengths® themes considered important for a pharmacist's role in ACLS were communication, adaptability, analytical, focus and responsibility. The top CliftonStrengths® themes considered important for the team leader's role in ACLS were communication, command, analytical, focus and adaptability. The top CliftonStrengths® themes important for an emergency response team were communication, adaptability, focus, analytical and command. WHAT IS NEW AND CONCLUSIONS: By determining the personality traits perceived to be associated with high performance in ACLS, approaches can be taken to personalize student learning in order to train "practice-ready" pharmacists that can be integral members of the ACLS team.

A Precepting-Focused Advanced Pharmacy Practice Experience in Academia.

DESCRIPTION OF THE OPPORTUNITY: Traditional advanced pharmacy practice experiences (APPEs) in academia provide students exposure to job responsibilities and expectations of pharmacy faculty members. The purpose of this manuscript is to describe the development and structure of a precepting-focused academic APPE, APPE student perceptions of the experience, and introductory pharmacy practice experience (IPPE) student perceptions of being precepted by APPE students. INNOVATION: An academic pharmacy APPE was developed to emphasize preceptor development in addition to traditional academic pharmacy topics and responsibilities. Pre- and post-experience surveys were completed by APPE students to collect perceptions of academic pharmacy and precepting. During the experience, APPE students, under the supervision of faculty, precepted IPPE students, who were given the opportunity to assess the APPE student's precepting ability by completing a survey following the experience. Descriptive statistics were used to analyze the results. FINDINGS: Nine students completed the academic APPE and the corresponding pre- and post-surveys. All students indicated the rotation increased their understanding of academia, and the majority (7/9) indicated an increased confidence in their precepting ability. Eighty-five IPPE students evaluated the APPE students, and the majority (78%) rated the quality of instruction from APPE students as "similar" to faculty instruction. CONCLUSION: The structure of this experience allowed APPE students to gain exposure to academia and increase confidence in precepting, while facilitating the delivery of the IPPE program. Results indicate offering an academic APPE with an emphasis on experiential teaching is a potential strategy to prepare future pharmacy preceptors.

Patient perceptions of student pharmacist-run mobile influenza vaccination clinics.

OBJECTIVE: To assess patients' perceptions of student pharmacist-run mobile influenza immunization clinics, including satisfaction, comfort, comparison to other experiences, and the views of pharmacists as immunizers. METHODS: A 7-item survey was designed to assess patient satisfaction with receiving influenza vaccinations from student pharmacists, to compare the experience with vaccines received in nonpharmacy settings, and to determine the impact of the experience on patients' views of pharmacist-administered vaccines. The anonymous survey was provided to patients in the postvaccination monitoring area for campus and non-campus mobile clinics from September through October of 2017. RESULTS: Student pharmacists administered 1303 immunizations to patients at 27 campus or community-based mobile clinics. Of 928 patients (71.2% response rate) completing the survey, 90.9% had previously received at least 2 prior influenza vaccinations. More than 98% of patients were very satisfied or satisfied with the student pharmacist-run mobile flu clinic. Similarly, more than 98% of patients were very comfortable or comfortable receiving immunizations from a student pharmacist, and 99.9% of patients rated the experience as either better or similar to previous vaccinations received in nonpharmacy settings. Although 53.4% already used pharmacists as an immunization resource, an additional 38.5% reported they were more comfortable with pharmacists providing vaccinations as a result of the experience. Only 8.1% of patients reported that they would rather receive vaccinations from a physician or nurse. Reasons cited for choosing the mobile clinic for vaccination included convenience (92.2%), cost (35.8%), and positive past experience (28.9%). CONCLUSION: Patients were very satisfied with influenza vaccinations provided by student pharmacists in mobile clinics. The experience appeared to positively affect participants' views of pharmacists as vaccine providers. Proper training, education, and skill development of student pharmacists are essential for ensuring patient safety and for obtaining and maintaining the trust of the patient and health care community.